Reading and school completion: Critical connections and matthew effects

Reading and Writing Quarterly

Volumn 26, Issue 1, 2010, Pages 67-90

  Reschly, Amy L ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951588607     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560903397023     Document Type: Article

References (101)

1. Abbott, S. P., Reed, E., Abbott, R. D., & Beringer, V. W. (1997). A year-long balance reading/writing tutorial: A design experiment used for dynamic assessment. Learning Disability Quarterly, 20, 249-263.
2. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
3. Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropouts. Sociology of Education, 70, 87-107.
4. Anderson, A. R., Christenson, S. L., & Lehr, C. A. (2004). Promoting student engagement to enhance school completion: Information and strategies for educators. In A. Canter, L. Paige, M. Roth, I. Romero, & S. Carroll (Eds.), Helping children at home and at school (2nd ed., pp. 65-68). Bethesda, MD: National Association of School Psychologists.
5. Appleton, J. J., Christenson, S. L., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues with the construct. Psychology in the Schools, 45, 369-386.
6. Appleton, J., Christenson, S. L., Kim, D., & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427-445.
7. August, G. J., Realmuto, G. R., Hektner, J. M., & Bloomquist, M. L. (2001). An integrated components preventive intervention for aggressive elementary school children: The Early Risers Program. Journal of Consulting and Clinical Psychology, 69, 614-626.
8. Bali, V. A., Anagnostopoulos, D., & Roberts, R. (2005). Toward a political explanation of grade retention. Educational Evaluation and Policy Analysis, 27, 133-155.
9. Barnett, W. S. (1995). Long term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50.
10. Barrington, B. L., & Hendricks, B. (1989). Differentiating characteristics of high school graduates, dropouts, and nongraduates. Journal of Educational Research, 82, 309-319.
11. Berktold, J., Geis, G., & Kaufman, P. (1998). Subsequent educational attainment of high school dropouts. Washington, DC: National Center for Education Statistics.
12. Borman, G. D., & Hewes, G. M. (2002). The long-term effects and cost-effectiveness of success for all. Educational Evaluation & Policy Analysis, 24, 243-266.
13. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.
14. Ceci, S. J., & Papierno, P. B. (2005). The rhetoric and reality of gap closing: When the "have-nots" gain but the "haves" gain even more. American Psychologist, 60, 149-160.
15. Check & Connect Program Website. Retrieved November 18, 2009, from http://www.ici.umn.edu/checkandconnect/ Institute on Community Integration, University of Minnesota.
16. Chicago Longitudinal Study. (n.d.). Retrieved from http://www.waisman.wisc.edu/cls/index.html
17. Christenson, S. L. (2008, January 22 Engaging students with school: The essential dimension of dropout prevention programs. [Webinar]. National Dropout Prevention Center for Students with Disabilities.
18. Christenson, S. L., & Anderson, A. R. (2002). Commentary: The centrality of the learning context for students' academic enabler skills. School Psychology Review, 31, 378-393.
19. Christenson, S. L., & Reschly, A. L. (in press). Check & Connect: Enhancing school completion through student engagement. In E. Doll & J. Charvat (Eds.), Handbook of prevention science. Mahwah, NJ: Erlbaum.
20. Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 1099-1119). Bethesda, MD: National Association of School Psychologists.
21. Christenson, S. L., Sinclair, M. F., Lehr, C., & Hurley, C. (2000). Promoting successful school completion. In K. M. Minke & G. G. Bear (Eds.), Preventing school pro- blems-Promoting school success: Strategies and programs that work (pp. 211-257). Bethesda, MD: National Association of School Psychologists.
22. Christenson, S. L., & Thurlow, M. L. (2004). Keeping kids in school: The efficacy of check & Connect for dropout prevention. Communiqué, 32(6), 36-39.
23. Commission on Reading, National Academy of Education. (1985). Becoming a nation of readers. Washington, DC: National Institute of Education.
24. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development (Vol. 23). Hillsdale, NJ: Erlbaum.
25. Coyne, M. D., Kame'enui, E. J., Simmons, D. C., & Harn, B. A. (2004). Beginning reading intervention as inoculation or insulin: First-grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities, 37, 93-104.
26. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
27. Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academies Press.
28. Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65,95-113.
29. Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75, 159-210.
30. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
31. Finn, J. D., & Rock, D. A. (1997). Academic success among students at-risk for school failure. Journal of Applied Psychology, 82, 221-234.
32. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74,59-109.
33. Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319.
34. Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60, 678-686.
35. Frey, N. (2005). Retention, social promotion, and academic redshirting: What do we know and need to know? Remedial & Special Education, 26, 332-346.
36. Furrer, C. J., Skinner, E., Marchand, G., & Kindermann, T. A. (2006, March). Engagement vs. disaffection as central constructs in the dynamics of motivational development. Paper presented at the annual meeting of the Society for Research on Adolescence, San Francisco, CA.
37. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25.
38. Garnier, P., Stein, J. A., & Jacobs, J. K. (1997). The process of dropping out of high school: A 19-year perspective. American Educational Research Journal, 24, 395-419.
39. Gersten, R., & Keating, T. (1987). Long-term benefits from direct instruction. Educational Leadership, 44(6), 28-32.
40. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
41. Holmes, C. T. (1989). Grade-level retention effects: A meta-analysis of research stu- dies. In L. A. Shepard & M. L. Smith (Eds.), Flunking grades: Research and poli- cies on retention (pp. 16-33). London: Falmer Press.
42. Holmes, C. T., & Matthews, K. M. (1984). The effects of nonpromotion on elementary and junior high school pupils: A meta-analysis. Reviews of Educational Research, 54, 225-236.
43. Institute of Education Sciences. (2006). What Works Clearinghouse dropout prevention: Check & Connect. Retrieved November 19, 2009, from http://ies.ed.gov/ ncee/wwc/pdf/WWC_Check_Connect_092106.pdf
44. Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420-437.
45. Jimerson, S. R., Anderson, G. E., & Whipple, A. D. (2002). Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39, 441-457.
46. Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, E. (2000). A prospective longitudinal study of high school dropouts: Examining multiple predictors across development. Journal of School Psychology, 38, 525-549.
47. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
48. Karweit, N. L. (1993). Can preschool alone prevent early learning failure? In R. E. Slavin, N. L. Karweit, & B. A. Wasik (Eds.), Preventing early school failure: Research, policy, and practice (pp. 58-77). Boston: Allyn & Bacon.
49. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273.
50. Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary years: A replication study of the check & connect model. Journal of Education for Students Placed At Risk, 9(3),279-301.
51. Lennon, J. E., & Slesinski, C. (1999). Early intervention in reading: Results of a screening and intervention program for kindergarten. School Psychology Review, 28,353-365.
52. Lerner, J. W. (1989). Educational interventions in learning disabilities. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 326-331.
53. Lloyd, D. (1978). Prediction of school failure from third-grade data. Educational and Psychological Measurement, 38, 1193-1200.
54. Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review, 9, 371-408.
55. Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favor- able and unfavorable environments. American Psychologist, 53, 205-220.
56. McLeskey, J., & Grizzle, K. L. (1992). Grade retention rates among students with learning disabilities. Exceptional Children, 58, 548-554.
57. Meyer, L. A. (1984). Long term academic effects of the direct instruction project fol- low through. The Elementary School Journal, 84, 380-394.
58. National Association of School Psychologists. (2003). Position statement on grade retention and social promotion. Bethesda, MD: Author.
59. National Center for Education Statistics. (n.d.). National Assessment of Adult Literacy. Retrieved from http://nces.ed.gov/NAAL/index.asp?file=KeyFindings/Demographics/Overall.asp&PageId=16#3
60. National Center for Education Statistics. (1995). Dropout rates in the United States: 1995. Retrieved from http://www.nces.ed.gov/pubs/dp95/97473-5.asp.
61. National Research Council and the Institute of Medicine. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academies Press.
62. Nores, M., Belfield, C. R., Barnett, W. S., & Schweinhart, L. (2005). Updating the economic impacts of the high/scope Perry preschool program. Educational Evaluation and Policy Analysis, 27, 245-261.
63. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
64. Perie, M., Grigg, W. S., & Donahue, P. L. (2005). The nation's report card: Reading 2005 (National Center for Education Statistics Publication No. 2006-451). Washington, DC: U.S. Government Printing Office.
65. Perry Preschool Project. (n.d.). Retrieved from http://www.highscope.org
66. Pianta, R., & Walsh, D. B. (1996). High-risk children in schools: Constructing sustain- ing relationships. New York: Routledge.
67. Picklo, D. M., Miller, N. A., Appleton, J. J., & Christenson, S. L. (2004, April). Effectiveness of the Early Risers Check & Connect program. Poster presented at the annual meeting of the National Association of School Psychologists, Dallas, TX.
68. Reschly, A., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27, 276-292.
69. Reschly, A., & Christenson, S. L. (2006). Promoting school completion. In G. Bear & K. Minke (Eds.), Children's needs III: Understanding and addressing the developmental needs of children. Bethesda, MD: National Association of School Psychologists.
70. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278, 823-832.
71. Reynolds, A. J. (1999). The Chicago Longitudinal Study: A study of children in the Chicago public schools. Retrieved from http://www.waisman.wisc.edu/cls/CLSWEB.pdf
72. Reynolds, A. J. (2001). Study: Early childhood intervention cuts crime, dropout rates [Press release]. Retrieved from http://www.waisman.wisc.edu/cls/PRESS01.pdf.
73. Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title 1 Chicago Child-Parent Centers. Madison: University of Wisconsin, Madison, Institute for Research on Poverty. Retrieved from http://www.irp.wisc.edu/publications/dps/pdfs/dp124502.pdf
74. Roderick, M., & Nagaoka, J. (2005). Retention under Chicago's high stakes testing program: Helpful, harmful, or harmless? Educational Evaluation and Policy Analysis, 27, 309-340.
75. Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32, 583-625.
76. Russell, V. J., Ainley, M., & Frydenberg, E. (2005). Schooling issues digest: Student motivation and engagement. Retrieved from http://www.dest.gov.au/sectors/school_education/publications_resources/schooling_issues_digest/schooling_ issues_digest_motivation_engagement.htm
77. Schargel, F. P., & Smink, J. (2001). Strategies to help solve our school dropout problem. Larchmont, NY: Eye on Education.
78. Schweinhart, L. J. (2005). The High/Scope Perry Preschool study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from http://www.highscope.org/file/Research/PerryProject/3_specialsummary%20col%2006% 2007.pdf
79. Schweinhart, L. J., & Weikart, D. P. (1999). The advantages of high/scope: Helping children lead successful lives. Educational Leadership, 57(1), 77-78.
80. Shepard, L. A., & Smith, M. L. (1990). Synthesis of research on grade retention. Educational Leadership, 47(8), 84-88.
81. Siedel, J. F., & Vaughn, S. (1991). Social alienation and the learning disabled school dropout. Learning Disabilities Research & Practice, 6, 152-157.
82. Silberglitt, B., Appleton, J. J., Burns, M. K., & Jimerson, S. R. (2006). Examining the effects of grade retention on student reading performance: A longitudinal study. Journal of School Psychology, 44, 255-270.
83. Sinclair, M. F., Christenson, S. L., Hurley, C., & Evelo, D. (1998). Dropout prevention for high-risk youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7-21.
84. Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from check & connect longitudinal stu- dies. The California School Psychologist, 8, 29-42.
85. Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71, 465-482.
86. Slavin, R. (1996). Neverstreaming: Preventing learning disabilities. Educational Leadership, 53(5), 4-7.
87. Slavin, R. E., & Madden, N. A. (2006). Success for All/Roots & Wings: 2006 summary of research on achievement outcomes. Baltimore: Johns Hopkins University, Center for Research and Reform in Education. Retrieved from http://www.successforall.net/research/research.htm
88. Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L., Wasik, B. A., Shaw, A., et al. (1991). Neverstreaming: Prevention and early intervention as an alternative to special education. Journal of Learning Disabilities, 24, 373-378.
89. Slavin, R. E., Madden, N. A., Karweit, N. L., Liverman, B. J., & Dolan, L. (1990). Success for all: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27, 255-278.
90. Snow, C. E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press.
91. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
92. Success for All Foundation. (2009). Elementary-SFA comprehensive school reform. Retrieved from http://successforall.net/elementary/sfa.htm
93. Temple, J. A., Reynolds, A., & Miedel, W. T. (2000). Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Center. Urban Education, 35(1), 31-56.
94. Tidwell, R. (1988). Dropouts speak out: Qualitative data on early school departures. Adolescence, 23, 939-954.
95. Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15(1), 55-64.
96. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2007). Twenty-seventh annual (2005) report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
97. Vacca, J. S. (2004). Educated prisoners are less likely to return to prison. Journal of Correctional Education, 55, 297-305.
98. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., et al. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguished between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Edu- cational Psychology, 88, 601-638.
99. Wasik, B. A., & Karweit, N. L. (1993). Off to a good start: Effects of birth to three intervention on early school success. In R. E. Slavin, N. L. Karweit, & B. A. Wasik (Eds.), Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
100. Wehby, J. H., Falk, K. F., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 225-238.
101. Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 194-197.